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We will: Use the mood meter to determine our moods.

I will: Find my mood and find ways to change it if I want to!

In your Wylie Ways journal, reflect on the mood meter and identify your emotions.

Lesson 1: Identifying Emotions

We will: Use the mood meter to determine our moods.

I will: Find my mood and find ways to change it if I want to!

Direct Instruction: Direct Instruction:

Say: Let’s take 3 deep breaths and settle into our chairs. All of us experience a wide range of emotions in our lives. But do you know what emotions are? We can use this formula for understanding emotions:

Feelings (what’s happening in your body) + Thoughts (what you’re thinking) = Your emotions.

Did you know that there is an important link between emotions and action? Sometimes, strong emotions can make it difficult for us to be in charge of the way we behave.

Let’s take a look at this mood meter. When we look at it, we see that on the left side of the meter, we have unpleasant emotions and on the right, we have pleasant emotions. On the top of the meter, we have lots of energy, and on the bottom of the mood meter, we have lower energy.

At all times, all of our emotions fall somewhere on this chart.

Guided Practice:

Say: Imagine you were leaving this class and as you were walking out of the door, you tripped on your untied shoelace and fell in front of everyone. Talk to your shoulder partner and think about these questions:

Let’s label the feelings you’d have in your body. (Allow responses)

Let’s label what you might be thinking. (Allow responses)

Okay, so, what are our emotions? (Allow responses)

So, where do you think you would fall on the chart?

You would probably be in the red: High energy (heart racing, sick to stomach) and very low pleasantness.

What would you label that emotion? Embarrassment, humiliation? Or maybe you would just think it was funny, so you’d be in the yellow (high energy, high emotion).

Independent Practice:

Say: In your Wylie Ways journal, reflect on the mood meter and identifying emotions.

Materials:

Mood Meter

Extension: Break students into groups of four or five. Have students act out a scene where someone experiences a negative or positive emotion and has to calm themselves down. Then, ask the students what emotion the group was portraying and how they calmed down.

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We will: create a treatment agreement together.

I will: work with my classmates and teacher to create a treatment agreement for our class.

Lesson 2: Accurate Self-Perception

We will: create a treatment agreement together

I will: work with my classmates and teacher to create a treatment agreement for our class.

Direct Instruction: (Open and display treatment agreement. Either create a poster on butcher paper or be prepared to type onto the doc (be sure to make a digital copy first). A treatment agreement just explains the ways we will treat each other and our classroom environment. There are parts of this agreement from you to each other, from you to me, and from me to you. There is a part for how we will treat our physical space and then a relationship goal for our class - how we want our class to feel and look.

Guided Practice: (Either print out one for each person in your class or just allow students to share their thoughts and you write on the classroom copy alone) Let’s start with our relationship goal. What do we want our classroom to look and feel like? (Allow students to make suggestions and then put them together in a statement that includes those thoughts. An example: “We want our class to be a safe place for everyone to learn and be creative problem-solvers.”). Great. Okay, so if that’s our goal, each of the outside squares are the ways we’ll treat each other so we can meet this goal.

Let’s talk about how students will treat each other (the top-left square). We will use positive statements not negative ones, so instead of saying “don’t be mean,” we’d say something like “be kind.” Think about ways you want to treat each other in this class. Let’s share those out (teacher records students’ thoughts on the document). Great.

Now, let’s look at the top-right square. This one's for me to fill out. This is all the ways I want to be treated by you all. I will also use only positive statements. (IMPORTANT for teachers: in this square, it can be tempting to refer back to rules, but it’s not about student compliance to a rule or standard - this is a relationship square only. Rather than writing “I want to be respected/I want students to show me respect,” think about what that would look like - something like “be honest with me, be patient with me, help me out when I need help, etc.) Teacher fills out this portion, thinking aloud during the process.

Now, let’s do the bottom-left square. This one is how you all want me to treat you. What are the positive ways you’d want me to treat you in the class? (Teacher records students’ thoughts). Awesome.

Now, let’s do the bottom-right square. What are ways you as students need to treat our environment - our classroom and our school? (Teacher records students’ thoughts).

We will put this classroom agreement on our wall. It will be our reminder of how we plan to treat one another and a reminder of our class goal.

Materials: treatment agreement

Extension: Imagine you could create a treatment agreement with your family or on a team you’re a part of. What would you put in each square?

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We will: Analyze our strengths and think about how we can use them together as a class.

I will: Recall my character strengths and think about how I use them in this class.

In your Wylie Ways journal, reflect: How do you use your strengths?

Lesson 3: Recognizing Strengths

We will: Analyze our strengths and think about how we can use them together as a class.

I will: Recall my character strengths and think about how I use them in this class.

Direct Instruction:

Say: Let’s take 3 deep breaths and settle into our chairs. (Teacher will use white board/chart paper to draw a stick-figure to represent the class as one person.) SAY: Knowing your strengths helps all of us overcome obstacles life throws your way. Knowing your strengths can help you navigate your world so your limitations don’t hold you back.

Guided Practice:

Say: Let’s imagine our class is just one person who has all our strengths combined, sort of like a “super 7th grader.” If you’ve been in Wylie ISD, you’ll probably remember some of your strengths we identified in 5th grade. If not, no worries. Think of one strength you have and share it with me. I’ll write it on our “super 7th grader” strengths list (Allow for responses. As the students share their strengths, add them to your class list. Think about the strengths that are listed: Besides the strength you shared, do you share any other strengths with our “super 7th-grader?” Say: Our strengths help us through even the most difficult times.

Independent Practice:

Say: We’re not all going to have the same strengths, but as you reflect, you might realize you have more strengths than you realized before. Reflect in your Wylie Ways journal: How do you use your strengths?

Extension: Explore your strengths at https://www.viacharacter.org/character-strengths

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We will: Talk about personal responsibility and our abilities to say “no” to unhealthy and harmful behaviors.

I will: Think about my own personal responsibility and how I am able to say “no” to unhealthy and harmful behaviors.

In your Wylie Ways journal, reflect about how the things inside of your control are also your responsibility.

Lesson 4: Personal Responsibility

We will: Talk about personal responsibility and our abilities to say “no” to unhealthy and harmful behaviors.

I will: Think about my own personal responsibility and how I am able to say “no” to unhealthy and harmful behaviors.

Direct Instruction:

Say: Let’s take 3 deep breaths and settle into our chairs. In life there are things we have control over and things we do not have control over. (Teacher draws a circle on the board)

Guided Practice:

Say: What are things in your life you have control over? (Allow for responses: Teacher writes the ideas shared by the students inside the circle). Say: Okay, so what are some things that are out of your control? (Allow for responses. Write those ideas outside the circle).

Say: Would you agree that you have some control over whether or not you engage in risky behaviors, like vaping or skipping classes?

Okay, so we know one thing we can control is the choices we make to engage in risky behaviors or to make healthy decisions. If you’re presented with a risky behavior choice, like whether to vape or drink alcohol or to make unsafe or unhealthy choices with your body, you have the power (inside your circle of control) over whether to vape or drink alcohol or to make unsafe or unhealthy choices with your body? (Allow for responses). (Feel free to discuss any age-appropriate risky behaviors such as biking without wearing a helmet or even choosing not to complete homework and play a video game instead - any example will do here!).

So, we can agree that you have control over those choices. But what about the outcomes of those choices? Like, if you were to get caught vaping at school - You have control over the choice to vape at school, but you don’t have control over the short-term and long-term outcomes from that choice. (ride your bike without a helmet, choose not to do your homework) etc. Those consequences are outside of your control. If it is inside your bubble of control, it is your responsibility. And if it is your responsibility, you might just have to use your assertive voice to say “no” or make your own choices when you are being pressured to do things you don’t think are right or are not safe. Take a look at this poster.

Independent Practice: In your Wylie Ways journal, reflect about how the things inside of your control are also your responsibility.

Extension: Make a list of all the responsibilities you have in your day, starting from the time you wake up until the time you go to sleep. Share your list with your shoulder partner and see what responsibilities/chores you have in common. If there is still time, share your list with the class.

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We will: Talk about the self-efficacy bridge and think about where we are on it in this class and others.

I will: evaluate my own self-efficacy in my classes.

Lesson 5: Self-Efficacy

We will: Talk about the self-efficacy bridge and think about where we are on it in this class and others.

I will: evaluate my own self-efficacy in my classes.

Direct Instruction:

Say: Let’s take 3 deep breaths and settle into our chairs. Show the graphic on the lesson slide - lead a class discussion about the picture. Let’s talk about self-efficacy. Self-efficacy is a person’s own ability to manage themselves and succeed. We all fall somewhere on this continuum when we’re in the process of learning. For example, if you were teaching me how to skateboard and do an ollie, I’d probably be cautious, but if we were working on 7th grade _______ (teacher’s content), I’d be in perseverance mode, because I feel pretty confident in that area. Each day, you will probably find yourself on different sides of the bridge, but that is normal and great, because it means you’re learning new things!

Guided Practice:

Say: Today, we’ll go to our Wylie Ways journals together. We’ll map out where we are in each of our classes today. And we know that our self-efficacy feelings will change again and again as we learn and grow through school.

Independent Practice: Today, we will complete our journals together.

Extension: If you have time, choose one class you’d like to move across the “self-efficacy bridge” to increase your self-efficacy in that class. Make a list of things you can do this 9 weeks to improve your self-efficacy in that class.

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We will: Discuss practical steps we can take to respect others’ personal boundaries.

I will: Think about my own personal boundaries and consider the personal boundaries of others.

What are some ways we can respect others’ boundaries?

In your Wylie Ways journal, write about one way you can respect others’ boundaries.

Lesson 6: Respect for Others

We will: Discuss practical steps we can take to respect others’ personal boundaries.

I will: Think about my own personal boundaries and consider the personal boundaries of others.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. Ask: Why do you think backyards often have fences? There’s an old saying, “Good fences make good neighbors.” Think to yourself: What do you think that saying means? Now, turn to your shoulder partner and share.

Guided Practice: Say: Let’s take three deep breaths and settle in our chairs. Fences can also be considered boundaries. Every person has boundaries. From personal space to not wanting people to touch our stuff in our backpacks without our permission, we all have boundaries. I would like you to brainstorm some boundaries you have with your partner. For example: does it bother you if your brother or sister enters your room without knocking? For some people, this doesn’t bother them at all, but for others, this could cause a lot of frustration. Or, do you share food (does it bother you if someone reaches into your chip bag to take some chips without asking? Or are you cool with that? All of these unspoken rules are boundaries. So, think about your boundaries. While you do, I’d like for you to notice the boundaries you have that your partner doesn’t, and the ones your partner has that you don’t.” Allow processing time. Say “What did you notice about your boundaries compared and contrasted to your partner’s boundaries? Were they similar? Did you see differences? Sometimes, we assume that others have the same boundaries as we do, but the truth is we all establish our own personal boundaries. If that is true, how can we respect the boundaries of others?” (if time permits, allow students to share and write their responses on the board. If their answers are limited, you could add responses such as “You can ask others if something is a personal boundary. You can share your boundaries with them and ask them to do the same. Before doing something - like taking something out of their backpacks or even telling stories about them or touching them without their “consent” or “okay.”

Independent Practice: In your Wylie Ways journal, write one way you could respect the personal boundaries of others.

Extension: Now that you’ve had some time to think about boundaries, go back to your list with your partner. Are there any boundaries you’d like to add to your list after hearing the boundaries if your classmates?

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We will: Think about our success networks.

I will: Identify my success network and think about who I can go to for support.

HIGH FIVE!

Who is in YOUR

success network?

In your Wylie Ways journal, fill out your “high five” success network.

Lesson 7: Awareness of External Supports

We will: Think about our success networks.

I will: Identify my success network and think about who I can go to for support.

Direct Instruction:

Say: Let’s take 3 deep breaths and settle into our chairs. It has been said that “You are the average of the 5 people you spend the most time with” - Jim Rohn. Ask: Do you agree with this quote, why or why not? Say: The people who are a part of your world influence your thoughts, feelings and actions. When you're at school, who would you go to for support if one of your TOP 5 is not available.

Guided Practice:

SAY: Even as an adult, I have people I go to when I need a success network. (Teacher holds up one hand. Teacher names one person for each finger on his/her hand and how each person is supportive and helps you succeed. Then, pointing to his/her palm, the teacher names one person who is his/her mentor.) Then, the teacher says: Who are the 5 most influential people in your world? How is each person supportive? Use your hand as a model: Each finger represents an influence, your go to gal or pal. The inside of your palm is your internal/school support...think counselor, nurse, or principal. Think of an adult on campus who you would go to with a problem.

Independent Practice:

Have students share with a partner using the same hand model exercise shared by the teacher. Each finger represents a support person and their palm represents someone at school who the student can go to for support and, ultimately, someone who will help you be successful. Say: Add your TOP 5 and your palm support person into your journal.

Extension: Take a few minutes to write an email or a short note to each of your “Top 5” people in your success network. Let them know they are the ones you know will help you succeed.

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We will: Analyze the hand model for the brain and consider how our brains work to support our ability to maintain self-control.

I will: Identify parts of the brain using the hand model and understand how those parts function together to support my ability to maintain self-control.

Click HERE for

coping strategies

In your Wylie Ways journal, write some ways you have learned to calm yourself down when you’re feeling like you’re going to flip your lid. And if you don’t have many, spend a few minutes reading these strategies. Choose a few and write them in your journal.

Lesson 8: Self-Control

We will: Analyze the hand model for the brain and consider how our brains work to support our ability to maintain self-control.

I will: Identify parts of the brain using the hand model and understand how those parts function together to support my ability to maintain self-control.

Direct Instruction:

Say: Let’s take 3 deep breaths and settle into our chairs. We’ve all heard of self-control. And most of the time, we are really just talking about the immediate decisions to act. Have you ever been so “in your feelings” that you didn’t even feel like you were making a decision? Like, you just acted without thinking? You could call this “flipping your lid.”

Guided Practice:

Say: To understand how self control works, we have to understand how our own brains work. Let’s take a look at the hand model for the brain and follow along with our own hands. Have you ever noticed that sometimes, it can be really difficult not to “flip your lid” or lose control over your actions when you’re really upset? As a growing teenager, your prefrontal cortex is still developing which makes it really difficult for you to keep your lid on when you’re getting upset. As an adult, my prefrontal cortex is totally developed, so it can sometimes seem like adults have an easier time keeping calm, but we can flip our lids, too, if we don’t strengthen our calming techniques and practice responding appropriately. If even adults have to practice, it makes sense that you have to practice even more!

Independent Practice:

Say: In your Wylie Ways journal, write some ways you have learned to calm yourself down when you’re feeling like you’re going to flip your lid. And if you don’t have many, spend a few minutes reading these strategies. Choose a few and write them in your journal.

Extension: If time permits, allow your students to talk about the strategies that work best for them. Come up with a class list of your top five strategies.

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We will: Consider how to access our inner coaches and consider how having a positive inner coach can support our abilities to maintain self control.

I will: Apply my understanding of the brain to the concept of creating a positive inner-coach in order to support my ability to maintain self-control.

In your Wylie Ways journal, reflect about the inner critic versus the inner coach and how you can use the inner coaching technique to help you go from flipping your lid to calm and connected.

Lesson 9: Self-Care/Stress-Management

We will: Consider how to access our inner coaches and consider how having a positive inner coach can support our abilities to maintain self control.

I will: Apply my understanding of the brain to the concept of creating a positive inner-coach in order to support my ability to maintain self-control.

Direct Instruction:

Say: Let’s take 3 deep breaths and settle into our chairs. Remember the hand model for the brain we talked about a few weeks ago? Let’s watch this video to review the hand model of the brain.

Guided Practice:

Say: We have talked about the hand model of the brain before, but we really haven’t talked about ways you can regain control over your feelings when you begin to flip your lid, especially at school. When this happens, you can use your calming strategies, but you’ll still need some coaching to make sure you stay calm by accessing your prefrontal cortex. Let’s watch this video about accessing your inner coach.

Ask: What does a great coach do? Turn to your shoulder partner and discuss (or do a whole-class discussion). Let’s talk about it: A coach gives you direction and encouragement to help you achieve success. In your head, you can choose to access your inner coach: that voice that builds you up, rather than your inner critic, who always finds ways to tear you down.

Independent Practice:

Say: In your Wylie Ways journal, reflect about the inner critic versus the inner coach and how you can use the inner coaching technique to help you go from flipping your lid to calm and connected.

Extension: Go back to your class list from last week. If you didn’t make a “top 5” calming strategies list last week, do so now. If you did, revisit that list. Ask students to get into groups and create a short skit acting out the calming strategy. Or give them the tools to create posters representing one of the calming strategies they learned. Then, post those in the classroom.

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We will: Identify dignity, respect, and the differences between them so we can better understand how honoring someone else’s dignity can support our ability to show them empathy.

I will: Recognize how honoring someone else’s dignity can help me show empathy toward them.

Think about ways you can recognize someone’s dignity when they are struggling. Write your response in your Wylie Ways Journal.

Lesson 10: Empathy

We will: Identify dignity, respect, and the differences between them so we can better understand how honoring someone else’s dignity can support our ability to show them empathy.

I will: Recognize how honoring someone else’s dignity can help me show empathy toward them.

Direct Instruction:

Say: Take 3 deep breaths and settle into your chair. Today, we’re talking about “empathy.” Empathy is the ability to understand and share the feelings of others. In order to have empathy or someone and to use our empathy skills to help one another, we need to know the difference between dignity and respect.

Guided Practice:

Say: What is your personal definition of dignity? Allow for responses. What is your definition of respect? Allow for responses. Let’s watch this video about dignity and respect.

Say: Sometimes, we can confuse dignity with respect. All of us have dignity - worthiness. We show respect when we honor each other’s dignity. In this class, we will have disagreements and we will have moments where people do disrespectful things, because we’re all still learning and practicing. But we will also all always have dignity. And if we can recognize each other’s dignity, we can begin to have empathy for each other.

Independent Practice:

Say: How can recognizing someone’s dignity help you show empathy for them when they struggle? (Allow for responses). Once you have a few ideas, record them in your Wylie Ways Journal.

Extension: Think of a time you were struggling and needed empathy from someone else. Did that person show you empathy and compassion or did that person behave differently? How did it make you feel? You can share with your partners.

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We will: Practice a communication tool to help us better express our concerns to others.

I will: Use a communication strategy to help clear up confusion about situations and express my concerns to others.

Imagine this:

You’re having a tough texting conversation with your friend or someone you really like, and the three bubbles come up. Then they go away. And you don’t hear from them. It’s been two hours. During those two hours, how easy is it to make up our own stories about what’s happening?

Try this:

The story I’m telling myself is ________….

Reflect in your Wylie Ways journal by adding your “The story I’m telling myself” phrase.

Lesson 11: Communication

We will: Practice a communication tool to help us better express our concerns to others.

I will: Use a communication strategy to help clear up confusion about situations and express my concerns to others.

Direct Instruction:

Say: Last week, we talked about dignity and respect. This week, we’ll talk about how recognizing someone’s dignity, or worthiness, can help us show them respect, even in difficult social situations. One of the best ways we can do this is to communicate the stories we make up in our heads based upon someone else’s actions.

Guided Practice:

Say: Imagine this scenario: You’re having a tough texting conversation with your friend or someone you really like, and the three bubbles come up. Then they go away. And you don’t hear from them. It’s been two hours. During those two hours, how easy is it to make up our own stories about what’s happening?

Say: Our brains are wired to help us survive. When the brain senses danger or stress (even when it is just a text conversation), it craves a story that will help make sense of the situation. Who is against us? Who is on our side? Who is dangerous? Who might hurt us? Most of us make up stories that exaggerate our fears and anxieties. Our brains love those stories, and they chemically reward us with a sense of calm for having a complete story, even when the story isn’t accurate. We tell ourselves our friend hates us and is talking about us with other friends because she never texted back. The truth is that her battery ran out and she couldn’t respond to our text. We tell ourselves he didn’t text back because he likes someone else. The truth is that his mom took his phone because he was being mean to his little brother.

Say: When we catch ourselves making up these stories, we can take a breath and say aloud or write down, “The story I’m telling myself right now . . .” or “The story I’m making up . . .”—it helps us start a reality-checking process.

Turn to your shoulder partner and imagine you’re talking to your friend who didn’t text back. Use the phrase The story I’m telling myself is ________, explaining your concern about not hearing back from your friend.(Teacher could give this example (or her own): “The story I’m telling myself is that you didn’t text me back last night because you were mad at me. Will you help me understand why you didn’t text back?”

Independent Practice:

Say: Now, reflect in your Wylie Ways journal by adding your “The story I’m telling myself” phrase.

Teacher note: Try using this rumble process if problems arise in group projects in the classroom. When groups are getting upset, pull them aside and have them start the conversation with “The story I am telling myself…”

Extension: Have students share a time where they misunderstood someone’s thoughts about something - a time where they created a story in their heads about a situation that ended up not being the reality of the situation. Have them share those in a group or in a whole group. Or, if you have time, have students work in groups to create skits and act out situations where there is a misunderstanding and they have to use the “The story I’m telling myself” strategy to communicate.

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We will: Think about how we can make our school/community a better, safer place for everyone.

I will: Work with my classmates to determine a way we can make our school/community a safer, better place for everyone.

Our list of ways to be leaders in our school community:

In your Wylie Ways journal, reflect on the issue/problem we brainstormed as a class and what you could do - as a leader in this school - to help us all solve it.

Lesson 12: Social-Engagement

We will: Think about how we can make our school/community a better, safer place for everyone.

I will: Work with my classmates to determine a way we can make our school/community a safer, better place for everyone.

Direct Instruction:

Say: Take 3 deep breaths and settle into your chair. As a Wylie ISD student, you know that we are all better when we work together the Wylie Way, especially when it comes to school and community needs like filling the food pantry with our canned goods or donating to the Wylie Way Christmas and Holidays. But as students at this school, it’s not just how we donate that makes us leaders, it is also the decisions we make every day and the behaviors we choose that affect the wellbeing of our school and our community.

Right now, you are 7th graders. It can feel like the 8th graders are the leaders of the school - they’re older, after all - but as 7th graders in this district, you are leaders!

Guided Practice:

Say: Let’s think of a need we see in (this class, this school, etc.). Do you see extra trash around the lunchroom? Have you noticed people being unkind or even rude in the hallways during passing periods? Have you noticed something happening socially that does not intentionally include everyone? What is one issue we see in our (class, school)? - Allow for responses.

How could we work together to help solve this problem?

Independent Practice:

Say: In your Wylie Ways journal, reflect on the issue/problem we brainstormed as a class and what you could do - as a leader in this school - to help us all solve it.

Extension: Have students actually engage in a social engagement activity. Whether it’s cleaning up the books/materials in the classroom or taking a walk around the campus to clean up trash, give them a chance to make their classroom and school environments better.

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We will: Brainstorm ways we can better communicate to work more effectively as a team.

I will: Think of all the ways I can better communicate to work more effectively as a teammate.

Reflect in your Wylie Ways journal: What communication and group work skills would you like to improve?

Communication tools we want to improve so we can be a great team...

Lesson 13: Teamwork

We will: Brainstorm ways we can better communicate to work more effectively as a team.

I will: Think of all the ways I can better communicate to work more effectively as a teammate.

Direct Instruction:

Say: In this class, we talked about solving a (school, class) issue. Since you’re all leaders in this school, you know we really need each other to solve big problems - we can’t do it alone. When we work together as leaders in this class, there are communication skills and group work skills we need to make sure we’re successful. Have you ever noticed that sometimes, the loudest ideas get the most attention? But are the loudest ideas always the best ideas for the group? Today, let’s brainstorm all the communication skills and group work skills we need to work together.

Guided Practice:

Teacher uses a marker on board or a butcher sheet of paper (so you could use it as an anchor chart to keep in the classroom).

Say: What are some communication and group work skills a group needs to really be successful? (Allow for responses. Students may say: Active listening, nonverbal communication [nodding head, eye contact, paying attention, not talking while someone else is talking], respect, recognizing dignity, letting everyone speak their opinions, being clear, taking notes to remember all the ideas presented, asking clarifying questions, remembering the goal, being a timekeeper, etc.) Accumulate the list and display it.

Independent Practice:

Say: Reflect in your Wylie Ways journal: What communication and group work skills would you like to improve?

Extension: Break your students into groups of three or four. Have them work together to complete this escape room (or any escape room that aligns with your content). Ask them to reflect: how did you use communication skills to escape the room?

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We will: Plan SMART goals.

I will: Plan my SMART goal.

Lesson 14: Goal Setting/Growth Mindset

We will: Plan SMART goals.

I will: Plan my SMART goal.

Direct Instruction: Say: Let’s take three breaths and settle in our chairs. Do you have a goal you are working toward?(better grades, play an instrument, learn a new skill)? Today, we’re each going to set one goal that is SMART. A SMART goal is specific, measurable, attainable (meaning you can achieve it), relevant, and time-bound.

Guided Practice: (Have students get out their Chromebooks and open to their Wylie Ways SEL journals) Let’s think of a goal you want to accomplish. It’s just fine if your goal starts out very vague. You could say something like “I would like to do better in math,” or “I’d like to be a better soccer player.” We can take that and make it a SMART goal. Go ahead and brainstorm now. When you get that goal, type it in your journal. Now, we’ll work on making it SMART. Let’s take our example of math: What SPECIFICALLY would you like to improve in your math? Would you like to get better at mental math with multiplication and division? Would you like to better understand what process to use in word problems? Take a moment and make that goal a little more specific. Now, let’s make it MEASURABLE. How will you know you’re getting closer to meeting your goal? Let’s imagine your goal is to get faster at multiplication and division: How will you measure that? Maybe it’s that you’ll increase your fast-facts multiplication practice speed down from three minutes to one minute. The next question is “Is it attainable?” This means you have to make sure you can achieve your goal. If I said I wanted to take my fast math facts speed down from three minutes to 10 seconds to correctly solve 20 multiplication problems, that would be impossible. So, your goal has to be possible. It also needs to be relevant to you. If you’ve already mastered basic addition, it would be a waste of your time to set a goal to master basic addition. The goal has to matter to you! The last one is “Time-bound.” This means I will add a “due date” to achieving my goal. For speeding up my fast math facts in multiplication so that I can answer 20 questions in one minute, I have to ask myself how long it would take me to practice so that I could be that fast! Would I need to practice every day for 10 days? 20? 30? This will depend on how much time I want to practice each day and how quickly I think I could achieve this goal. Let’s add your “due date” to your goal.

So now, my goal of “I want to get better at math” has become: “In ten days, I will decrease my fast math facts multiplication speed from solving 20 problems in 3 minutes to solving 20 problems in 1 minute.”

Independent Practice: There is no isolated independent practice today. Instead, kids will work on their SMART goals while you model yours. Just take it step-by-step. Don’t worry if kids don’t finish. We’ll be working on this next week, too, as well as making some action steps.

Extension: You will likely use all the time to complete your goal-setting this week. However, if your students complete this task and you’ve time to spare, have them share their goals with their shoulder partners or groups.

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We will: Continue making my SMART goal plan.

I will: Create my action steps for my SMART goal.

Action Step:

Due Date:

Action Step:

Due Date:

Action Step:

Due Date:

Lesson 15: Self-Discipline/Grit

We will: Continue making my SMART goal plan.

I will: Create my action steps for my SMART goal.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. Last week, I asked you to think of one goal you’d like to work toward. I also asked you to think about steps you might take to achieve that goal. Today, we’re going to make some action steps to help you reach your goals.

Guided Practice:

Say: Let’s open your Wylie Ways journal to your SMART goal. Let’s review the goal you wrote. Today, we’re going to use that goal to make a plan, because a goal without a plan or action is just a wish. Now, scroll to today’s journal entry. It asks you to make a plan for your goal and a “due date” for each action step. In fact, each action step itself could be considered another mini-goal. BUt we’ll call it an action step.

Say: Let’s take my goal from last week: “In ten days, I will decrease my fast math facts multiplication speed from solving 20 problems in 3 minutes to solving 20 problems in 1 minute.” This is a good goal, but do I have a plan to make it happen? Not yet. So, what are some action steps I could take to make reaching this goal a possibility? - Allow for answers - Say: Great. So, maybe if I practice those math facts with flash cards and a stop watch each day for 20 minutes, I will improve in those ten days. Do you think that is a doable action step? Do you think it needs to be altered? Great. Now it’s your turn! Let’s make action steps for your SMART goal.

Independent Practice: There is no isolated independent practice today. Instead, kids will work on their SMART goals action steps while you model yours. Just take it step-by-step. Don’t worry if their SMART goals or action plan steps aren’t perfect. We’re introducing this concept.

Continual review option: Consider going back to this lesson if time permits. Maybe have a check in with kids about their action steps in the upcoming week.

Extension: You will likely use all the time to complete your action plans this week. However, if your students complete this task and you’ve time to spare, have them share their goals with their shoulder partners or groups.

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We will: Consider all the ways our perspectives can differ.

I will: Analyze my perspective and the perspectives of others.

In your Wylie Ways journal, reflect. What are some things you need from others to share your perspective/opinions with them?

Lesson 16: Perspective Taking

We will: Consider all the ways our perspectives can differ.

I will: Analyze my perspective and the perspectives of others.

Direct Instruction:

Say: We have discussed dignity and respect in this class, and we’ve talked about how to communicate and solve big (and small) problems as a group. Today, we will talk about perspective taking. Look at this picture. Without sharing aloud, think about what you see. How many of you see a young woman in a hat? How many of you see an older woman with a shawl on her head? How many of you say something different? Even if we all saw the same thing, our thoughts, feelings, emotions, and reactions to those things would be different, because we all have different experiences and cultural norms that guide our reactions to others. Those reactions shape our perspectives, or how we see and live in the world.

Guided Practice:

Say: Often, we can think others see the world the way we do or share our opinion on subjects just because we’re friends or even neighbors. But we can only know someone else’s perspective by asking them about it. When someone asks for your opinion on something, what do you need in order to be honest with them? How would they need to ask you or respond to you for you to feel safe enough to be honest with them, even when you’re talking about something very serious? Share with your shoulder partner or with a whole group. (Some examples may be: I need them to be kind, be open to a difference of opinion, be respectful even if we disagree, not make fun of me for my opinions, not talk about me behind my back after our discussion, etc.) Teacher writes these on the board, offering her own suggestions/prompts if students are struggling.

Say: Now, imagine, if this is what you need from others to share your opinions with them, it is possible that there are things others need from you to share their opinions and ideas with you.

Independent Practice:

Say: In your Wylie Ways journal, reflect. What are some things you need to share your perspective/opinions with others?

Extension: Return to your treatment agreement. See how you can add to/alter your treatment agreement as you consider all the suggestions your students have made. Make those changes and add a goal for how you can better communicate in your classroom.

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We will: Consider and identify the complexities of a personal problem.

I will: Analyze a fictional personal problem in order to find the complexities of the personal problem.

Surface-level problem: Arthur is falling asleep in 1st period.

Below the surface: Arthur has to wake up very early to help his sisters get ready for school.

Arthur’s mom works the night shift at a hospital and needs to sleep during the day, so Arthur also has to make sure his sisters get home from school, do their homework, have dinner, and get ready for bed on time.

It’s only after that can Arthur start working on his classwork.

Because of this, he makes simple errors on his homework even though he is a very capable student.

On the weekends, he wants to play soccer with his friends, but he can’t, because his mom is at work and he has to care for his siblings.

The only time he gets to “hang out” with his friends is at school, so he sometimes acts silly in class and gets in trouble.

Take a moment to respond to your Wylie Ways journal prompt. Is there a “tip of the iceberg” problem you’re facing right now? If so, what could be some of the problems “below the surface” that others can’t see?

Lesson 17: Identifying Problems

We will: Consider and identify the complexities of a personal problem.

I will: Analyze a fictional personal problem in order to find the complexities of the personal problem.

Direct Instruction:

Say: Let’s take three deep breaths and settle in our chairs. We are all problem-solvers. As problem-solvers, our first step is to recognize the problem exists. This week, we’ll talk about identifying a problem. Next week, we’ll work as a team to problem-solve. How do you identify a problem?

Guided Practice:

Say: Have you ever heard of someone say “That’s just the tip of the iceberg?” What do you think that means? (Let them use the slide picture as a reference). So, most of the time, the real problem is what we can’t see: Those thoughts, feelings, and emotions that aren’t easy to see. I’m going to give you a surface level problem and see if you can help me get to the bottom of the problem:

Say: Tip of the iceberg: Arthur is falling asleep in 1st period.

Below the surface: Arthur has to wake up very early to help his sisters get ready for school. Arthur’s mom works the night shift at a hospital and needs to sleep during the day, so Arthur also has to make sure his sisters get home from school, do their homework, have dinner, and get ready for bed on time. It’s only after that can Arthur start working on his classwork. Because of this, he makes simple errors on his homework even though he is a very capable student. On the weekends, he wants to play soccer with his friends, but he can’t, because his mom is at work and he has to care for his siblings. The only time he gets to “hang out” with his friends is at school, so he sometimes acts silly in class and gets in trouble.

Say: Now that you have a better view of the iceberg, what’s the problem? - Allow for responses -

Say: These are all great responses. Does Arthur have too many responsibilities and commitments? Is Arthur’s problem one Arthur can solve on his own, or does he need help from his success network?

Independent Practice:

Say: It can be a challenge to really identify problems, but when we do, we can approach the solution to those problems very differently. Take a moment to respond to your Wylie Ways journal prompt. Is there a “tip of the iceberg” problem you’re facing right now? If so, what could be some of the problems “below the surface” that others can’t see?

Extension: Allow your students to share any “ tip of the iceberg” problems they have faced or are facing with their shoulder partners. Or, have them put the “iceberg” problem on a sheet of paper (or sticky note/notecard) without a name. Have them stand in a circle and crumple their papers up. Have them throw the papers in the center of the room and go pick up another person’s paper (or you can have a snowball fight - teacher’s choice). Then, have them open their crumpled papers and read the “iceberg” problem on the page. Remind them they are not supposed to guess who the person is but simply see that others have “iceberg” problems, too. Collect the uncrumpled “iceberg” problem papers and hold them (or put them in a basket). Remind the students that they do not have to carry those problems alone, and that next week, we’ll talk about ways to begin solving some “iceberg” problems that feel really big. And remind them that they can come to you or their top 5 trusted adults to get help with those “iceberg” problems.

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We will: Apply our understanding of a personal problem in order to support meaningful solutions.

I will: Work with my classmates to analyze possible solutions to a complex problem.

Surface-level problem: 1. Arthur is falling asleep in 1st period.

Below the surface:

2. Arthur has to wake up very early to help his sisters get ready for school.

3. Arthur’s mom works the night shift at a hospital and needs to sleep during the day, so Arthur also has to make sure his sisters get home from school, do their homework, have dinner, and get ready for bed on time.

4. It’s only after that can Arthur start working on his classwork.

5. Because of this, he makes simple errors on his homework even though he is a very capable student.

6. On the weekends, he wants to play soccer with his friends, but he can’t, because his mom is at work and he has to care for his siblings.

7. The only time he gets to “hang out” with his friends is at school, so he sometimes acts silly in class and gets in trouble.

In your Wylie Ways journal, reflect: What have you learned about problems and problem solving from last week and this week?

Lesson 18: Problem Solving

We will: Apply our understanding of a personal problem in order to support meaningful solutions.

I will: Work with my classmates to analyze possible solutions to a complex problem.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. Last week, we talked about identifying a problem - looking past the surface and really digging deep to find the real problem. This week, we’re going to talk about how to solve problems. Let’s revisit Arthur’s problem:

Tip of the iceberg: Arthur is falling asleep in 1st period.

Guided Practice: Say: Today, we’re going to practice some group problem solving. Let’s get into groups of 4 and each take one of Arthur’s problems to brainstorm possible solutions:

Surface-level problem: 1. Arthur is falling asleep in 1st period.

Below the surface:

2. Arthur has to wake up very early to help his sisters get ready for school.

4. It’s only after that can Arthur start working on his classwork.

5. Because of this, he makes simple errors on his homework even though he is a very capable student.

6. On the weekends, he wants to play soccer with his friends, but he can’t, because his mom is at work and he has to care for his siblings.

7. The only time he gets to “hang out” with his friends is at school, so he sometimes acts silly in class and gets in trouble.

Say: Each group will have three minutes to quickly generate as many solutions/possible supports as you can for Arthur. Remember your community helpers, like teachers!

Independent Practice: What have you learned about problems and problem solving from last week and this week?

Extension: Have students reflect back on their “iceberg” problems from the previous week. Have them write out people they could go to for help solving those iceberg problems. If time permits, allow them to write out all the “under the surface” issues around the “iceberg” problem they shared the previous week.

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We will: Identify our own personal identities and all the ways in which we identify.

I will: Consider all the aspects of my personal identity that are important to me.

Lesson 19: Appreciating all Peoples and Cultures

We will: Identify our own personal identities and all the ways in which we identify.

I will: Consider all the aspects of my personal identity that are important to me.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. One of the best parts of being in this class is that none of us is the same. Sure, we all have similarities, but ultimately, our unique qualities and cultural differences make our class stronger and so much more interesting!

Guided Practice: Today, we’ll celebrate our cultural identities. I’m your teacher, of course, but I’m also so many different things. (Teacher fills out this form) You can keep it at just the six, or you can fill out as many as you can! Teacher: Follow the link and make a copy to edit.

Independent Practice: Say: Now, let’s practice with you. Choose a few identity markers to place in your bubbles - put as many as you would like. (Allow time for students to do this).

Extension: Allow students to design their bubbles in their journals. Allow them to add background, images, videos, whatever they feel represents them. If you still have time after that, allow them to share.

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We will: discuss our roles as responsible citizens to stop bullying and report to a trusted adult if we’ve seen or experienced bullying.

I will: think about bullying and discriminiation and identify ways to get support if I see or experience discrimination.

Have you ever seen or experienced bullying? What would you do if you saw or experienced bullying?

Lesson 20: Anti-bullying, Fairness, and Just Actions

We will: discuss our roles as responsible citizens to stop bullying and report to a trusted adult if we’ve seen or experienced bullying.

I will: think about bullying and discriminiation and identify ways to get support if I see or experience discrimination.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. Last week, we talked about the different portions of our identities. This week, we’ll talk about how to respect others who are different from us and what to do if we see or experience disrespectful behaviors, bullying, or discriminiation.

Guided Practice:

Say: Now, let’s talk about discrimination. How would you feel if someone looked down on you because of it - or worse, maybe even called you names or criticized you? - Allow time for responses. Yesterday, we talked all about they incredible ways you are unique. If you will notice, no person has the “right” culture or a “better” cultural identity. These are just parts of who we are that make us unique. When a person looks down on someone else because of their cultural identity or even treats that person disrespectfully or excludes someone because of it, that is not the Wylie Way. Instead, we can celebrate our differences by expressing ourselves proudly and honoring our differences with kindness. And the truth is, discrimination is actually not only against our code of conduct, but it also can be against the law. If you have seen or experienced bullying, you know how it can make people feel unsafe at school. Please talk to me, your counselor, or your principal if you see disrespectful behavior or something that seems like it could be bullying. You can also go to the Wylie ISD website and fill out a report to have the situation investigated. (Teacher, click on the image. It will take you to the Anti-Bullying Page).

Independent Practice: Students answer the question in their Wylie Ways journals: Have you ever seen or experienced bullying? What would you do if you saw or experienced bullying?

Extension: Allow students to make posters providing this information to students. This can be done online or on paper. Be sure to include: what bullying is, what they should do if they see/experience bullying, and who they can report to (online and in person). Post those in your classroom and share with other teachers to put in their classrooms, too.

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We will: Recognize conflict as a natural part of life and consider how conflict is meaningful to support a more effective classroom environment.

I will: Consider my perspective on conflict and determine how/if conflict might be useful and important.

In your Wylie Ways journal, write one conflict you’ve had and how you dealt with it.

Lesson 21: Conflict Resolution, Part 1

We will: Recognize conflict as a natural part of life and consider how conflict is meaningful to support a more effective classroom environment.

I will: Consider my perspective on conflict and determine how/if conflict might be useful and important.

Direct Instruction:

Say: Let’s take three deep breaths and settle in our chairs. Today, we’re talking about conflict. When you hear the word “conflict” what thoughts and feelings come up for you? (Allow for responses) Many of us feel like conflict is a “bad thing,” but conflict is actually a natural part of life. Turn to your shoulder partner and brainstorm some answers to this question: What are some of the causes and effects of conflict?

Guided Practice:

Say: Turn to your shoulder partner and brainstorm some answers to this question: What are some of the causes and effects of conflict? Allow “think” time and time for responses. Say: Sometimes conflict has negative causes and effects, but sometimes, conflict can have some positive causes and positive effects. As teachers, we plan our lessons as a team, and sometimes, we can have conflict about the best ways to teach lessons. But that conflict isn’t brought on by anger and the effects aren’t negative. In fact, we will talk through the best way to teach lessons and the conflict makes our lessons even better, because we all bring different opinions and come to a more informed conclusion. It makes our lesson plans better, which helps all our classes. But what would happen if I brought my ideas for a lesson and another teacher said “Your ideas are dumb. We’re not doing that. “ - Allow for responses. And what would happen if I brought my lesson idea and the other teachers (who also have great ideas), just didn’t bring those ideas up because they didn’t want to have conflict or hurt my feelings. - Allow for responses.

Say: You may not think about it as conflict, but when two people or groups have a difference of opinion and voice those opinions in order to learn and grow, that is a type of conflict. And eventually, especially if we have to make a decision and we don’t agree, we have to come up with a compromise - a win-win where each person or group gets something they need for the situation to be healthy and safe for everyone. Next week, we’ll talk about a process for resolving conflict.

Independent Practice: Say: In your Wylie Ways journal, write one conflict you’ve had and how you dealt with it.

Extension: Ask students to think about the conflict they shared in their journals. Allow the students to draw their own responses to conflict (a cartoon, perhaps, like the one above). Ask them to consider all the different responses they have to conflict depending on with whom they’re in conflict. Ask them to then draw how they wish they had dealt with that conflict (or, if they are satisfied with how they dealt with it, ask them to draw/write out what happened after the conflict was resolved).

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We will: Identify and practice using the steps for conflict resolution.

I will: Use the conflict resolution steps to help resolve a conflict.

Steps for Conflict Resolution

Recognize the other person has a right to his or her opinion.
Recognize that your job is not to convince the other person of how right you are.
Figure out what you are feeling in the moment. Recognize what the other person is feeling in the moment.
Ask “What solution to this problem would help both of us?”
Brainstorm all the possible solutions to the conflict that help each of you feel safe and helped.
If you cannot come to a solution, get the help of a trusted adult.

In your Wylie Ways journal, answer the question: How will having conflict solving steps help you when you are in a conflict?

Lesson 22: Conflict Resolution, Part 2

We will: Identify and practice using the steps for conflict resolution.

I will: Use the conflict resolution steps to help resolve a conflict.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs.We know that conflict is a natural part of life. Today, we’ll talk about the steps to resolving a conflict and then we’ll talk about how to get help if you have a conflict in a relationship that you’re having trouble resolving:

Recognize the other person has a right to his or her opinion.
Recognize that your job is not to convince the other person of how right you are.
Figure out what you are feeling in the moment. Recognize what the other person is feeling in the moment.
Ask “What solution to this problem would help both of us?”
Brainstorm all the possible solutions to the conflict that help each of you feel safe and helped.
If you cannot come to a solution, get the help of a trusted adult.

Guided Practice:

Say: Okay, let’s practice together! Imagine you are in the cafeteria sitting in a seat. Someone comes up to you and says that they want to sit there, because their friends are sitting around that spot. You don’t know the student and you don’t know the student’s friends, but you are in the middle of your lunch in a very crowded cafeteria. What will you do? Talk to your shoulder partner about this situation and consider all the possibilities of what you could do. Remember, we have 6 steps to conflict resolution.

Independent Practice:

Say: Knowing these steps does not mean that we will master conflict resolution and always have happy solutions. But having good steps can help us work together to make some solutions. In your Wylie Ways journal, answer the question: How will having conflict solving steps help you when you are in a conflict?

Extension: Get students into groups and have them act out their conflict resolution.

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We will: Identify the difference between healthy and unhealthy risks in order to determine which risks are beneficial to take and which are not.

I will: Think about the risks I may choose to take in middle school and determine which are healthy and which are unhealthy.

Healthy Risk:

Let’s reflect in our Wylie Ways journals: How can you tell the difference between a healthy risk and an unhealthy risk?

Lesson 23: Evaluating

We will: Identify the difference between healthy and unhealthy risks in order to determine which risks are beneficial to take and which are not.

I will: Think about the risks I may choose to take in middle school and determine which are healthy and which are unhealthy.

Direct Instruction:

Say: Let’s take three deep breaths and settle into our chairs. Today, we’re talking about healthy and unhealthy risk taking. Have you heard of “risky behavior?” What thoughts and feelings come up for you when you hear those words? (Allow for responses).

Risky behaviors are those that may or may not produce a negative result.

Guided Practice:

Say: Together, let’s think of a list of healthy risk-taking in school (Here are some possible answers: trying out for a team, raising your hand in class, attempting to complete a project in a new or creative way, starting your own club or organization, or even asking someone to a dance). For example, the boy in the picture is imagining all the things that could happen if he decides to do hurdles in track. These actions have some potential risk and some potential reward, right? What are some of the ways your body responds when you are truly taking a healthy risk? (Allow for responses: raised heart rate, sweating/sweaty palms, jittery, stomach ache, etc.). Your body is telling you: I’m afraid. And you may even feel like you’re going to “flip your lid.” But overall, these are healthy risks, because the possible rewards are great and will help you succeed, and the risk, or danger, is low.

But what about unhealthy risks? Can you think of some unhealthy risks young people sometimes engage in? (Allow for responses. Some examples may be: vaping, drinking alcohol, risky sexual behaviors, bullying, using drugs, fighting, riding a bike without a helmet, sneaking out of your house, etc.) All of these actions certainly have dangerous risks and they may even have some perceived rewards, like seeming “cool,” impressing other students who are making unhealthy decisions, and even escaping challenges you’re experiencing by numbing out. What are some ways your body responds when you’re taking an unhealthy risk? (Allow for responses). Do you notice that the body doesn’t know if the risk you’re taking is unhealthy or healthy? It responds the same way. And in both instances, you could totally “flip your lid” and forget the risk-to-reward relationship. The difference between healthy and unhealthy risks are that the healthy ones have really great potential rewards, but unhealthy risks have truly dangerous and sometimes deadly outcomes. Next week, we’ll talk about making healthy decisions.

Independent Practice:

Say: Let’s reflect in our Wylie Ways journals: How can you tell the difference between a healthy risk and an unhealthy risk?

Extension: Put students into groups. Have them act out the healthy risks they take as students (trying out for a team, trying a new hobby or creative outlet, answering a question in class, asking for help from a teacher, etc.).

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We will: Practice expressing gratitude and accepting gratitude from others.

I will: Write genuine and specific compliments for others.

Gratitude Statement:

(Person to whom you are writing), I think you (something they do well) and it makes me feel (how it affects you).

Example:

Mrs. Smith, I think you are a really funny teacher with interesting lessons, and it makes me feel really happy you are my math teacher.

Lesson 24: Expressing Gratitude, Part 1

We will: Practice expressing gratitude and accepting gratitude from others.

I will: Write genuine and specific compliments for others.

Direct Instruction: Say: Let’s take three deep breaths and settle into our chairs. Today, we're going to practice giving and receiving genuine compliments. Some compliments are easy to give and receive, like “I like your shoes.” Genuine, specific, meaningful compliments are important, because they tell the other person that you truly care about them and recognize them.

Guided Practice: Say: Let’s practice. Please take out a piece of paper and something to write with. We’re going to use the stem on the slide to write a specific, meaningful, and genuine.

(Person to whom you are writing), I think you (something they do well) and it makes me feel (how it affects you).

Examples:

Brian, I think you have an incredible lay-up and it makes me feel really glad we’re on the same basketball team.

Jose, I think you are an amazing artist and it makes me feel really excited to see more of your art.

Independent Practice:

Say: Okay now it’s your turn. Instead of writing in our journals today, we’re going to write these compliments to others and give them to others.

Materials: Paper, pen

Extension: Give the students time to decorate their complement cards for their peers.

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We will: Consider ways we can respond when confronted with the opportunity to take healthy and unhealthy risks.

I will: Consider how I might respond when confronted with risk-taking opportunities that are healthy or unhealthy.

Reflect in your Wylie Ways journal. In the end, what decision did you and your partner make?

Lesson 25: Reflecting

We will: Consider ways we can respond when confronted with the opportunity to take healthy and unhealthy risks.

I will: Consider how I might respond when confronted with risk-taking opportunities that are healthy or unhealthy.

Direct Instruction:

Say: A few weeks ago, we discussed the difference between unhealthy and healthy risks. And we talked about how our bodies can’t tell the difference between the two when we’re in the middle of the decision-making process. So, the body sends “fight, flight, or freeze messages” to the brain. The prefrontal cortex helps us make great decisions, but yours is still developing, so it makes sense that you need help and practice when your brain is NOT getting fight or flight messages. That way, you can practice making strong, healthy decisions.

Guided Practice:

Say: Let’s imagine you are supposed to try out for track with your best friend after school. What feelings are in your body as you are in your last period for the day? (Allow for responses). Your hippocampus is thinking of all the things that could go wrong or right with your tryouts. Your amygdala is pumping “fight, flight, or freeze” messages to get your body ready. But right before you get to the track after school, your best friend texts you that they’re skipping tryouts and going to another friend’s house instead. You know your best friend is going to a house where parents are not home. What would you do? After calming your body so your lid can stay on, you could follow the five decision-making steps:

Identify decision
Brainstorm options
Identify possible outcomes
Make decision
Reflect on your decision

Independent Practice: Say: Reflect in your Wylie Ways journal. In the end, what decision did you and your partner make?

Extension: Give the students another scenario to practice (For example: You are in math class and about to take a really challenging test. Your classmate told you she already has the answers because her friend already took the test. You really need to pass this test. What do you do?) Have the students go through the problem-solving process as they come to their decision.

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We will: Consider all the attributes of leadership that we believe are essential as leaders in our school and evaluate ways to stand up to bullying behavior in order to make our school a better, safer place.

I will: Think about ways I will be a leader as an 8th grader next year and evaluate how I might respond in bullying situations in order to make my school a better, safer place for all.

Ways we are leaders in our school...

Lesson 26: Ethical Responsibility

I will: Think about ways I will be a leader as an 8th grader next year and evaluate how I might respond in bullying situations in order to make my school a better, safer place for all.

Direct Instruction:

Say: Take 3 deep breaths and settle into your chair. Today, we’re going to talk about making daily decisions, in your words and actions, that positively recognize the dignity of others and respect them. You are already leaders, but soon, you’ll be leaders and the 8th graders in our school. And as our 8th graders, you get to choose how we begin next school year. Your leadership will show the incoming 7th graders what it means to be a (insert your mascot name here).

Guided Practice:

Say: We often talk about bullying, but what we need to talk about is standing up for what is good and right in all situations. As leaders in your clubs and organizations, you set the standard for the students coming in. And how you treat them and each other will set the tone for our school. (Teacher get can use the board for this activity or can use a butcher sheet of paper).

What are attributes that matter to us as leaders of this school? In your Wylie Ways journal and with a partner, make a list of all the attributes we need to have as the 8th graders next year.

Now, let’s work together to make a class list of ways we need to show up next year as 8th graders. (Examples: kind, respectful, upstanders, responsible, listeners, etc.)

Independent Practice: No independent practice today. We’re doing this exercise together :)

Extension: Have students write notes to future 7th graders giving them advice on how to make the very best of their 7th grade year.